Supporting Children with Sensory Impairment

1. Auflage 2016
ISBN: 978-1-138-91924-2
Verlag: Taylor & Francis Ltd

Buch, Englisch, 100 Seiten, Format (B × H): 210 mm x 297 mm, Gewicht: 476 g

Reihe: nasen spotlight

This book provides a quick and easy reference guide to different types of sensory impairment, including causes, symptoms and the implications on teaching and learning. With most children and young people with hearing or visual impairments attending mainstream schools, this book explains the most effective and practical strategies for use in mainstream classrooms. Fully up to date with the 2014 SEND Code of Practice, this accessible resource is split into two sections: Supporting Children with a Hearing Impairment and Supporting Children with a Visual Impairment. The wide-ranging chapters include:

- Educational access for pupils with hearing loss

- Teaching phonics

- Teaching deaf pupils with English as a second language

- Identifying children with visual impairment

- Classroom management

- Adapting resources

This practical text provides strategies to use in schools to ensure that children with sensory impairments are fully supported. Featuring useful checklist and photocopiable resouces, it contains a wealth of valuable advice and tried-and-tested strategies for teachers and support staff working in early years settings, schools, academies and colleges.

Zielgruppe

Academic, Professional, and Professional Practice & Development

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik

Inhaltsverzeichnis

Section 1: Supporting Children with a Hearing Impairment 1. What is Deafness? 2. Causes of Deafness 3. Levels of Deafness 4. Auditory Neuropathy (Spectrum Disorder) 5. Newborn Hearing Screening 6. Early Support 7. Communication Approaches 8. Assistive Devices (Hearing aids, cochlear implants and radio aids 9. Involvement of Services 10. Emotional implication of Deafness 11. Educational Access for Pupils with Hearing Loss 12. Teaching Phonics 13. Teaching Modern Foreign Languages (MFL) 14. Teaching Music 15. Teaching Deaf Pupils with English as a Second Language 16. Publications and resources Appendix 1: Pupil Observation Form Appendix 2: Pupil Access Evaluation Form Appendix 3: Improving Room Acoustics Section 2: Supporting Children with a Visual Impairment 17. Introduction 18. What is Visual Impairment (VI)? 19. Types of Impairment 20. Identifying Children with VI 21. Professionals who work with VI Children and their Families 22. Considerations to be made for the Pupil with VI 23. The Early Years 24. Specific Areas of Learning 25. The School Environment 26. Classrooms 27. The Primary Phase 28. Classroom Management 29. Reading and Writing 30. Modifying Print 31. Adapting Resources 32. Practical Lessons 33. Assessment 34. Specialist Equipment 35. Social Skills 36. Transitions 37. The Secondary Phase 38. Teaching assistance 39. Modification and Curriculum Access 40. Examinations 41. Habilitation Glossary Contacts and Resources

Über Autor(innen)

Gill Blairmires – Qualified Teacher of the Deaf, Integrated Sensory and Physical Service (IPaSS), Hull, UK
Cath Coupland – Qualified Teacher of the Visually Impaired, Integrated Sensory and Physical Service (IPaSS), Hull, UK
Tracey Galbraith – Qualified Teacher of the Visually Impaired, Integrated Sensory and Physical Service (IPaSS), Hull, UK
Jon Parker – Qualified Teacher of the Deaf (previously Head of Service), Integrated Sensory and Physical Service (IPaSS), Hull, UK
Annette Parr – Qualified Teacher of the Deaf, Integrated Sensory and Physical Service (IPaSS), Hull, UK
Fiona Simpson – Qualified Teacher of the Visually Impaired, Integrated Sensory and Physical Services (IPaSS), Hull, UK
Paul Thornton – Qualified Teacher of the Visually Impaired, Integrated Sensory and Physical Service (IPaSS), Hull, UK